Why are patients not more involved in their own safety? A questionnaire-based survey in a multi-ethnic North London hospital population

2019 ◽  
Vol 95 (1123) ◽  
pp. 266-270
Author(s):  
Wai Yoong ◽  
Zouina Assassi ◽  
Iman Ahmedani ◽  
Rahma Abdinasir ◽  
Max Denning ◽  
...  
Keyword(s):  
Hand Hygiene ◽  
Language Proficiency ◽  
Patient Participation ◽  
English Language ◽  
Healthcare Professionals ◽  
Tertiary Education ◽  
Active Role ◽  
Hospital Data ◽  
Safety Issues ◽  
Education Status

PurposeActive patient participation in safety pathways has demonstrated benefits in reducing preventable errors, especially in relation to hand hygiene and surgical site marking. The authors sought to examine patient participation in a range of safety-related behaviours as well as factors that influence this, such as gender, education, age and language.DesignA 20-point questionnaire was employed in a London teaching hospital to explore safety-related behaviours, particularly assessing patient’s willingness to challenge healthcare professionals and engagement in taking an active role in their own care while in hospital. Data was also collected on participant demographic details including gender, age, ethnicity, English language proficiency and education status.Results85% of the 175 patients surveyed would consider bringing a list of their medications to hospital, but only 60% would bring a list of previous surgeries. Only 45% would actively engage in the WHO Safer Surgery Checklist and over three quarters (80%) would not challenge doctors and nurses regarding hand hygiene, believing that they would cause offence. Female patients who had tertiary education, were fluent in English and less than 60 years of age were statistically more likely to feel responsible for their own safety and take an active role in safety-related behaviour while in hospital (p<0.05).ConclusionsMany patients are not engaged in safety-related behaviour and do not challenge healthcare professionals on safety issues. Older male patients who were not tertiary educated or fluent in English need to be empowered to take an active role in such behaviour. Further research is required to investigate how to achieve this.

Across the Four Domains

2018 ◽  
pp. 120-150
Author(s):  
Donna M. Velliaris
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
High School Graduates ◽  
Tertiary Education ◽  
Academic English ◽  
Data Set ◽  
High Expectations ◽  
National Examinations ◽  
Personal Perceptions ◽  
The Voice

In many Asian countries, tertiary education remains a much desired but seemingly unattainable goal for high school graduates, due to rigorous unified national examinations. With that in mind, international students invest millions of dollars annually attempting to enter Australian higher education (HE). Students arrive with high expectations, but in the early stages of their study abroad experience, they face a range of transitional difficulties centered around ‘academic English'. An author-developed semi-structured questionnaire included the open-ended question: In your own words, how would you describe your English language ability in terms of (1) listening, (2) speaking, (3) reading, and (4) writing? The data set collected the ‘voice' of 209 pathway students attending the Eynesbury Institute of Business and Technology (EIBT). Their self-reported narratives share personal perceptions of their own English language proficiency across the four domains largely within the context of their enrolment at the institute.

scholarly journals OMANI SCHOOL SUPERVISOR PERSPECTIVES OF CONTEXTUAL FACTORS IMPACTING UPON STUDENTS’ LIMITED ENGLISH PROFICIENCY: AN EXPLORATORY STUDY

2016 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
RAHMA AL-MAHROOQI ◽  
CHRISTOPHER DENMAN ◽  
FAISAL AL-MAAMARI
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Proficiency ◽  
Limited English Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Language Skills ◽  
Contextual Factors ◽  
School Students ◽  
English Language Skills

Since the beginning of Oman’s “modern era” in 1970, English has assumed a central role in the country’s education system and has acted as a lingua franca across a variety of domains. However, despite this, graduates of Omani public schools are often reported as lacking the English-language linguistic and communicative abilities demanded by higher education institutions and the world of work. Consequently, most high school graduates entering tertiary education are required to enrol in foundation programs to improve their English language skills, while the employability of graduates seeking jobs straight from high school has also been reported as being negatively affected. Within this context, the current research explored the ways in which contextual factors relate to Omani school graduates’ development of English language skills. To achieve this, eight high school English language teaching supervisors responded to an on-line, open-ended question about the contextual factors they believed caused Omani school students to graduate with low English language proficiency. Results indicate that participants believed families, parents, and “Englishness” are the most important contextual factors contributing to this issue. The practical implications of these findings are discussed.

scholarly journals English-Medium Instruction in Self-Financing Tertiary Institutions in Hong Kong – Views and Practices from the Students

2018 ◽  
Vol 11 (8) ◽  
pp. 28
Author(s):  
Marine Yeung ◽  
Vic Lu
Keyword(s):  
Hong Kong ◽  
Language Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Medium Of Instruction ◽  
Tertiary Institutions ◽  
British Colony ◽  
English Medium Instruction ◽  
Group Interviews ◽  
University Lecturers

The medium of instruction (MOI) has been a bone of contention in Hong Kong, a former British colony, since its colonial days. Despite the Hong Kong government’s effort to promote the “biliterate and trilingual” language policy, advocating Cantonese, English and Putonghua as the three official spoken languages and emphasizing the importance of literacy in both written Chinese and English, most tertiary institutions today still adopt English as the medium of instruction (EMI). However, with the expansion of tertiary education in the early 1990s and the decline in the general English language proficiency of university students, some university lecturers have found it difficult to teach in English as required. This raises the issue of the practicality of the indiscriminate adoption of the EMI policy at tertiary level, particularly at the self-financing tertiary institutions where students are generally known to have under-performed in the English subject. In order to understand whether or how the EMI policy is upheld in these institutions, focus group interviews were conducted with students from various programmes of five self-financing tertiary institutions in Hong Kong. The findings indicate these students’ strong preference for English-medium instruction with the belief that it can improve their English proficiency, though their actual approaches to coping with the demand on their limited English and how they view and use the three languages in class deserve policy makers’ serious consideration.

scholarly journals Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities

10.28945/3449 ◽  
2016 ◽  
Author(s):  
Norman Williams ◽  
John Beachboard ◽  
Robert Bohning
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Faculty Perceptions ◽  
Tertiary Education ◽  
Middle Eastern ◽  
Writing Assignments ◽  
Sharing Responsibility

The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.

scholarly journals Meeting business students’ English language needs in the Algerian tertiary education

2021 ◽  
Vol 11 (2) ◽  
pp. 124-139
Author(s):  
Soraya Benzerdjeb
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Tertiary Education ◽  
Business Students ◽  
Target Language ◽  
Structured Interviews ◽  
Digital Platforms ◽  
The Government

Graduate Algerian economic sciences students, who will be future university teachers or workplace managers, are urged to use the English language. However, most of them reveal that they are unable to use the English language appropriately. The main aim in this paper is to depict students’ difficulties and help them improve their academic language performance. This paper describes the teaching and learning situations of English for Business and Economics (EBE) in the Department of Economic Sciences at the University of Tlemcen. The investigator used a questionnaire and two structured interviews. The sampling included EBE learners and English for specific purposes teachers as well as workplace managers (former EBE students). The main findings in this investigation confirmed that students had poor target language proficiency. Results revealed that the content of the actual EBE course was inappropriate to learners’ needs. The investigator wants to integrate new technologies as the government supplies digital platforms to the Algerian universities.   Keywords: Algerian, tertiary education, English, Economics, business students.

scholarly journals The Influence of Multiple Administrations of a State Achievement Test on Passing Rates for Student Groups

2015 ◽  
Vol 23 ◽  
pp. 70
Author(s):  
Joseph F. T. Nese ◽  
Gerald Tindal ◽  
Joseph J. Stevens ◽  
Stephen N. Elliott
Keyword(s):  
No Child Left Behind ◽  
General Education ◽  
Language Proficiency ◽  
Multiple Testing ◽  
Large Scale ◽  
English Language ◽  
Student Groups ◽  
Multiple Test ◽  
Passing Rates ◽  
Education Status

The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual yearly progress (AYP) of student subgroups disaggregated by sex, special education status, English language proficiency, and race/ethnicity. In this study we address the implications of a state policy that allows students to have multiple test opportunities to reach proficiency within an academic year, and its effect on passing rates. We found through logistic regression analyses that additional testing opportunities benefited specific majority student subgroups: White, non-free or reduced lunch program, non- limited English proficient, general education, and students close to the proficiency score. As states move to new achievement standards and assessments in 2015, policymakers may want to assess the potential benefits and costs of a multiple testing policy. 

scholarly journals Perceptions of the osteopathic profession in New York City’s Chinese Communities

2020 ◽  
Vol 8 (1) ◽  
pp. e000248 ◽  
Author(s):  
Justin Chin ◽  
Sarah Li ◽  
Gregory Yim ◽  
YaQun Arlene Zhou ◽  
Peter Justin Wan ◽  
...  
Keyword(s):  
New York ◽  
Language Proficiency ◽  
Primary Care Physicians ◽  
English Language ◽  
Cross Sectional Study ◽  
Osteopathic Medicine ◽  
Chinese Immigrant ◽  
Immigrant Community ◽  
Cross Sectional ◽  
Education Status

ObjectiveThe purpose of this study was to assess knowledge of and barriers to osteopathic medicine in Chinese immigrant communities in New York City (NYC).DesignA cross-sectional study was designed in which a culturally appropriate survey in Chinese and English versions was administered anonymously to measure immigrant perceptions and knowledge of osteopathic medicine.SettingData collection occurred in the municipal delineations for the Chinatown neighbourhood within the New York, New York borough of Manhattan.ParticipantsCommunity members were selected using convenience sampling from high-density areas to participate. Information gathered from the survey included demographics, education level, healthcare habits and knowledge of the osteopathic profession.Results120 surveys were conducted with 68 males and 52 females, with an average age=40. Respondents in the age range of 18–29 years, those with fluent English-language proficiency, and participants with graduate-level education status demonstrated a higher proportion of knowledge of osteopathic manipulative medicine and osteopathic physicians (doctors of osteopathic medicine) among the study variables.ConclusionCompared with research on the general US population, a general lack of knowledge of osteopathic medicine exists within NYC’s Chinese immigrant community. Although this difference may be ascribed to linguistics and ethnosociological factors, greater outreach and education is needed in urban minority communities to make immigrants aware of all healthcare resources available during the current shortage of US primary care physicians.

scholarly journals Do English Language Development Curriculum Materials Matter for Students’ English Proficiency?

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110357
Author(s):  
Quỳnh Tiên Nguyên Lê ◽  
Morgan S. Polikoff
Keyword(s):  
Language Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Active Role ◽  
Instructional Program ◽  
English Language Development ◽  
Curriculum Materials ◽  
Significant Difference ◽  
Proficiency Scores

Castañeda v. Pickard mandated that educational programs for emergent bilinguals be tested for program efficacy. As English language development (ELD) curricular materials are one part of an instructional program, we assess this mandate by examining the effectiveness of ELD materials in Texas, a large, diverse U.S. state with large numbers of emergent bilingual (EB) students. Using local linear matching, we find robust evidence that schools that do not purchase any ELD curricula have significantly lower English language proficiency scores relative to schools that purchase state-adopted ELD materials. In contrast, there is no significant difference between schools that adopt the two most popular ELD curricula in the state. This study suggests that curriculum materials matter for EBs’ English proficiency and implies that states should take a more active role in ensuring students have access to these materials.

Language Needs Situated in a Context-Sensitive Workplace

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Chan Swee Heng ◽  
Ain Nadzimah Abdullah ◽  
Rosli Talif
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Modern World ◽  
Positive Direction ◽  
Essential Condition ◽  
Context Sensitive ◽  
World Demand ◽  
Language Needs ◽  
Almost All

The fast-paced, technologically advanced modern world has embraced English as the current ‘lingua franca’ of tertiary education, international commerce, tourism and diplomacy. International business, collaboration and global exchange seem to depend on effective communication in English. Malaysia is currently experiencing an emerging trend to focus on workplace specific language needs. This is to meet the incumbent demands of social and economic development in contemporary Malaysian society where employees with high English language proficiency are invariably in demand. Nowadays, pushed mainly by economic and political needs, almost all trades and professions around the world demand people who are able to use English effectively as an essential tool for establishing meaningful communication, and as an essential condition in order to work in today’s global context. Data for the study reveals a diverse spectrum of language needs that should characterize an employee who fits into the context-sensitive workplace. Meeting these language needs point to a positive direction in helping to create a more competitive form of human capital for the nation.Keywords:

scholarly journals A Developmental Paradigm for English Language Instruction at Preparatory Year Programs

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Saleh Al-Shehri
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Language Instruction ◽  
English Language Proficiency ◽  
The Road ◽  
Efl Teachers ◽  
Teachers And Students ◽  
On The Road ◽  
Preparatory Year

Preparatory Year Programs (PYP) at Saudi universities are meant to narrow the gap between high school and tertiary education. Improving English language proficiency and skills among newly admitted university students is also a major objective of these programs. However, PYP programs do not achieve much outside the ordinary to set students on the road to the university. In particular, low-level English language proficiency and poor language skills are still apparent among most PYP students. Hence, this study is an attempt to conceptualize some of the challenges and obstacles faced by both English as a foreign language(EFL) teachers and students at the PYP program at a Saudi university. The study then develops a paradigm that can improve EFL practices and pedagogies within similar PYP programs. A number of 48 EFL teachers within the PYP program participated in the study, and then challenges were categorized into six subcategories relevant to the context of the study. Teacher participants' feedback was formulated into a developmental paradigm. The study used a questionnaire with open-ended questions. Results were analyzed using a qualitative descriptive research method. Findings of the study can be implemented by policymakers and educators within PYP programs.

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